Once identified, slow learners can benefit from the following approaches: child-centered education; established classroom rules; simplified textbooks and instructional materials; focus on familiar current events; and use of the unit approach, the inquiry approach, community resources, dramatic plays, self-directed free time, student research,…

Reviews research on teaching spelling to the learning disabled and presents instructional recommendations. Examines research on reduced unit size and distributed practice, imitation plus modeling peer tutoring strategy training, self-monitoring generalization training, and microcomputer-based remediation. (KH)

Discusses study conducted to determine whether early elementary children identified as poor readers changed status within three years and to assess the effects of remedial instruction. (JM)

Provides a rationale for differentiating spelling instruction in the classroom according to ability level. Summarizes recent developmental research that helps to explain how K-grade 2 students progress in learning to spell. Discusses diagnosis of children's spelling and presents a classroom instructional plan. Appended are graded spelling lists…

Advocates cooperative learning as an effective tool for reaching slow learners, by bridging the gaps between the learning styles of slow learners and the teaching requirements of the classroom, resulting in improved academic performance for both slow learners and high achievers. (SR)

Describes a program that gives the child a chance to assess himself and his future potential by recognizing and developing his own special abilities, needs, and interests through manipulative experiences. (Author)

Maintains that most discipline problems arise when students are asked to perform beyond their capabilities. Outlines several techniques for teaching social studies to slow learners. Techniques involve students in group reading, simulations, globe and map drills, neighborhood surveys, and art projects. (Author/DB)

Constant time delay procedures were used to teach 15 multiplication facts in 1 hour to a 10-year-old student with mild learning handicaps and behavioral disorders. Correct levels of responding were maintained and generalized across persons and settings up to 8 weeks after training. (DB)

This article examines characteristics of low-performing readers, especially their poor word recognition skills; compares approaches to teaching word recognition to slow-learning children; identifies characteristics of successful methods of teaching word recognition; and concludes that phonics-based, thoroughly systematic, direct instruction is…

Three examples of teacher and student exchanges in mathematics classes are presented which typify the qualitative difference between children's thinking and adult's thinking. The cases explored also illustrate differences caused by cultural factors. (JP)

The Comprehensive School Mathematics Program (CSMP) materials presented here were in the process of development at the time of publication. It is noted that children generally classified as slow learners are, in many cases, pupils who have had unhappy experiences with learning. The instructional approach is designed to: (1) inspire pupils with a…

BOOK REPORT ASSIGNMENTS SHOULD BE PART OF A CAREFULLY PLANNED READING PROGRAM TO MOTIVATE STUDENT INTEREST IN LITERATURE. GOOD READING PROGRAMS CAN BE CREATED BY--(1) ASSESSING STUDENT NEEDS, INTERESTS, AND REGIONAL BACKGROUND, (2) APPRAISING THE INDIVIDUAL STUDENT'S READING ABILITY AND THE AMOUNT OF OUTSIDE READING REQUIRED IN OTHER COURSES, (3)…

This paper presents a discussion, based on current research, of what can be done to help children achieve the highest level of cognitive development (Piaget's formal operations). The four factors which Piaget found to be involved in cognitive development are discussed in relation to recent research. These factors include: (1) organic growth and…

This book reproduces sixteen papers on recent developments in economics curriculum in Britain. The papers, presented and examined at a two-day conference at the University of Manchester in January, 1973, offer a comprehensive look at the current state of economic education and research. Directed to economics teachers and curriculum specialists,…